Designing to Disrupt While Encountering Disruption: Engaging With the Unexpected in Educational Research and Practice Article Swipe

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Kristina Stamatis , Sherice N. Clarke , Joseph L. Polman , Zaynab Gates , Ung-Sang Lee , Marcus Van , Tomohiro Nagashima , Gautam Yadav , Vincent Aleven , Emily Oswald , Line Esborg , Palmyre Pierroux , Robbin Riedy , Caitlin C. Farrell , William R. Penuel , Alison Resnick , Corinne Singleton , Sarika Sushil , Stephen Sommer , Trang C. Tran , Marlene Palomar , Ashieda McKoy , Brenda Aguirre Ortega , Fabiola Palomar , Trang Tran , Sari Widman , Jenny Yun‐Chen Chan , Avery H. Closser , Vy Ngo , Hannah Smith , Allison S. Liu , Erin Ottmar , Junnan Yu ·

YOU? · · 2023 · Open Access · · DOI: https://doi.org/10.22318/icls2023.101049 · OA: W4392721153

This symposium brings together eleven projects across three continents to examine notions of disruption in educational research.Historically, notions of disruption have pointed to the ways research leverages innovation and transformative practice.However, amid global pandemic and intersecting unrest, the authors in this session recognize the need for deeper conversation across contexts to understand the ways that educational research in the learning sciences can leverage disruption toward transformational learning.To respond to this year's call for building and sustaining knowledge in community, we seek to foster conversation about the ways that designed for and encountered disruptions act as opportunities for critical reflection and new kinds of engagement in educational research.Together, we examine various notions of disruption as they exist in our disparate work.We seek to provoke meaningful conversations about the ways educational research can embody the contemporary realities of learning with and toward disruption.